5th Grade

Lesson Plan Template for Reading, Math, or Science 2014-2015

TEACHER

Angela Johnson

AIM
What is the measurable goal that
you will work towards in this
lesson?

CRITERIA FOR
SUCCESS
What does it look like to meet this
goal?
What type of questions should a
scholar be able to answer if they
have mastered or made
acceptable progress toward this
goal? Include that question here.
Will you assess success through an
exit ticket, or some other product?

KEY POINTS AND

VOCABULARY
What key ideas and
understandings are represents by
this objective?
What knowledge and skills to
students need to access these
ideas and understandings?

CONNECTION TO
VISION
How does what youre teaching
today impact your ultimate goal
for scholars?

DO NOW (5 min)
What relevant skills or knowledge
will you spiral through a do now?
How will you conduct this spiral
review?

SUBJECT

Technology

That 100% of students will be able to create a digital superhero that correctly displays an understanding
of how to be an appropriate digital citizen.
Students will be able to correctly give feedback about how to stay safe while using technology & the
internet, based on immediate feedback from the Padlet student link
http://padlet.com/johnsonspartan/d0u6s4vqm
Students should be able to answer the following:
What kind of power does the internet give us?
What does it mean to be a digital citizen? (acting safely, responsibly, respectfully)
What does Spider-Mans motto (with great power comes great responsibility) mean to you as
someone who uses the internet?
I will assess student success through an exit ticket using http://padlet.com/johnsonspartan/d0u6s4vqm
The key understandings that should be learned by the students will be to understand safe ways to use the
internet and technology in order to be an appropriate digital citizen.
The students will need to know how to get onto the internet using a computer or tablet device, as well as
knowing how to talk with adults about appropriate sites and content.
Vocabulary: digital citizen someone who chooses to act safely, responsibly and respectfully while online.
Digital using technology to interact online, such as using a computer/tablet/mobile device
Citizen a person who promotes safety, responsibility, and respect in their community
This lesson is key for students to understand how to continue to use technology safely and access
appropriate content as they mature. Using this lesson as an introduction for students, they will be able
to further their knowledge of internet safety and how to promote safe online experiences. Students
will be able to effectively communicate with adults about what they know and what they still have
questions about.

As a spiral review, I will talk with students about what they already know about the internet and safety
using technology. We will use the turn & talk method with partners sitting near to them to spark
conversation and activate prior knowledge.
How can you stay safe while online?
What rules do you have at home or at school for going online?
What examples in real life have you had/or can imagine that would require you to make a
safe/responsible/or respectful choice online?
Once students have turn and talked I will assess how on task they are by circulating through the room
or quietly observing student conversations. Once the student cues display that they are done (30-60
seconds each typically), I will ask students to raise their hand and share.
Also, to set up expectations on the computer, we will talk about what rules & behaviors I should see
happening in the classroom.

i.e: level 1 voice while turn and talking, level 0 voice when working independently, listening to the
speaker, participating in group discussions, staying on task, follow the specific directions from the teacher,
ONLY going to the site(s) given by the teacher, use the web 2.0 tools appropriately

HOOK (5 min)
What real-life connection or
analogy can you use to introduce
todays lesson and activate prior
knowledge?

INTRODUCTION TO
NEW MATERIAL
( 10 min)
How will you lead scholars to your
lessons key points?
How will you illuminate common
misconceptions so that scholars
can avoid them later?
What type of relevant
demonstration, experiment, or
pattern can scholars explore to
grapple with the objective on their
own?

GUIDED PRACTICE
(10 min)
How will students practice
applying the key points of your
lesson?
How will you scaffold the
experience so that all scholars
have access to the material and
the opportunity to be challenged?
If scholars completed a
demonstration or experiment,
what planned questions can you
ask to guide them towards our
goal?
How and when will you check for
understanding?

To continue to activate their prior knowledge and connect to a real-life experience, I will ask students:
What does digital mean? Citizen?
What does it mean to you be a digital citizen?
What kind of power does the internet give you?
What does Spider-Mans motto (with great power comes great responsibility) mean to you as
someone who uses the internet?
From this last question, I will hook students, by referencing the quote, with great power come great
responsibility. This quote and conversation about the internet will lead us to discuss the importance of
responsibility & power when online.
We will lead into the activity, by connecting how we are like super heroes.
We need to make responsible choices when we have such great power &
capabilities online, like Spider Man does in his story.
What kinds of tough choices does Spider Man have to make?
What kinds of challenging choices have you had to make? (online or
in person)
When we are online, what kinds of responsibilities do we have?

Differentiation:
-based on the unit/lesson plans and
data, which scholars will you target
& why?

-what potential misconceptions will

be addressed & how?

Misconceptions: that there is complete privacy online, you can be completely

anonymous. We can clarify this misconception by discussing how being
responsible about what and who it share it with. Again, with great power,
comes great responsibility.
After discussion, I will introduce the guided & independent activity that
students will be a part of, in order to demonstrate their understanding.

I will model for the students how we are going online to a site where we can
create our own superheroes. On this site, we will need to create alter egos to
help promote others to be a safe, responsible, & respectful digital citizens.
These characters will need to demonstrate their power of digital citizenship.
As I model building my superhero, we should be asking ourselves:
What kind of superpowers would my digital citizen superhero use to
help others act safely, responsibly, and respectfully online?
What kind of special costume would my superheroes wear to help
them do their job?
What would my superheros name be? For example Digital Diva
Digital Divas Motto: keep it simple, keep it safe. Shes lighting the
way to responsible posting online!
Remind students that their superheroes should have unique
qualities
Our discussions while modeling how to create their digital superhero will lend
itself as my way to check for understanding. We will leave time at the end for
questions that individual students may have as well. I will also remind
students that during independent work time, their voices are at a level 0,
silent.

Differentiation:
-what potential misconceptions will
be addressed & how?
-what next steps are necessary for
mastery of this skill?
-how will the practice be modified to
meet the needs of scholars?
-include IEP classrooms
accommodations

Students will visit

http://marvel.com/games/play/31/create_your_own_superhero
Where they will create their own superhero for the digital world.
I will remind students again:
What kind of superpowers would my digital citizen superhero use to
help others act safely, responsibly, and respectfully online?
What kind of special costume would my superheroes wear to help
them do their job?
What would my superheros name be? For example Digital Diva
Digital Divas Motto: keep it simple, keep it safe. Shes lighting the
way to responsible posting online!
Remind students that their superheroes should have unique
qualities
Once the guided practice time is up (giving 5 minute warning to help students
wrap up their creations), we will have students share their creations with the
class. They can print their online superhero, but must complete the
superhero stats page before they leave.

INDEPENDENT
PRACTICE (10 min)
How will students independently
work to apply the key points of
your lesson?
When and how will you provide
support and intervention?

CLOSING (5 min)
How can you help scholars
summarize and state the
significance of what they have
learned?

Differentiation:
-What will mastery look like for this
subgroup, as compared to the
majority
(if different?)
-How will the practice & assessment
be modified to meet the needs of
scholars?
-include IEP classroom
accommodations & assessment
modifications

Support and intervention will come from adapting questions & answers to
prior knowledge & experience students share in the beginning of the lesson.
Each childs experiences vary and the lesson will be modified as it is taught to
meet student needs.
Since this is an independent practice piece, I will be walking around the room
assisting those who need it and making sure all students are actually being
safe, responsible, & respectful. For those students who are quick to master
these skills and understandings, I will have them help others in the room.
This allows for other students to demonstrate their knowledge beyond the
expectation, by being able to help & teach their peers.
Lesson Assessment: When and how will scholars be expected to create
evidence of their successes? What will the assessment look like?
Assessment of the student success in understanding will come from their
superhero creation and superhero stats page. This page will ensure that
students are explaining how their superhero helps promote digital safety,
responsibility, & respect online. (Refer to digital diva & her motto to model by
exemplar). Students will also use www.padlet.com to show understanding
before they leave. They will click on the link provided on the website created
for this class/lesson. Students will simply need to click on the Padlet board
and write one thing that they have learned, an example of how to be a digital
citizen, or something that this could help them with in the future. This part of
the assessment will be anonymous, especially if students feel comfortable
enough to give personal experiences or needs for help with cyber bullying or
other issues.
To make the lesson come full circle, I will ask:
What does it mean to be a digital citizen? (acting safely, responsibly,
respectfully)
What kinds of superpowers or qualities did your digital superheroes
have in common?
What does Spider-Mans motto (with great power comes great
responsibility) mean to you as someone who uses the internet?
Students will exit class once they have completed the Padlet Exit Ticket.
http://padlet.com/johnsonspartan/d0u6s4vqm

CC Standards:
RI.1, RI.4, RI.10, RF.4a,
W.3a, W.3b, W.4, W.10,
SL.1a, SL.1b, SL.1c, SL.1d,
SL.4, SL.6, L.3a, L.6

My Superhero Stat Sheet

After creating your Digital Superhero, write down his/her characteristics using this chart!

Superhero Name:
______________________________________________
My Superheros Motto is:

__________________________________________________________________________
__________________________________________________________________________
What kind of superpowers would my
digital citizen superhero use to help others act
safely, responsibly, respectfully online?

What is special about the way my

superhero acts and thinks?

How does the special costume my

superhero wear to help him or her do the job?

What are my superheros unique qualities?

Attach Your Superheros Picture Here (draw or print & attach)